No description available.

This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity is argued to be about other ways of doing and other ways of seeing (Mezirow 2000:21). It proceeds by exploring if curricula employed in education can provide structure and/or the catalyst which allows ‘other’ to be revealed, agency to be regained, and to explicate what contribution curricula might make in transforming adult identities. Drawing upon the disciplines of sociology and psychology it provides holistic interpretations of participant accounts in the contemporary competitive world and explores the interstices in the duality of tensions between the utilitarian, and pragmatic adult, who employs education as a developmental pathway of choice. Interviews with six participants tell individual stories to provide holistic data of their erudition and experiences of cognitive and social change. Data are then employed to essentialise similarities, differences, themes, and congruent essences, and to distil factors which exemplify growth in understanding and expectations of the self. Growth in self-assurance and identity change capability is then contrasted with the fragility of adult identity; whereupon, this thesis critically positions fragility causation amongst the instrumental policies and forces of lifelong learning. Mezirow contends that agency is achieved by elaborating existing frames, learning new frames, transforming habits, and transforming points of view. This thesis moves to discuss the connected nature of these developmental factors and ‘glass ceilings’, and how immanent personal potential is (re) revealed to the adult self. Employing an archaeological hermeneutic research tool which suggests reflection is a central and developing feature in adult’s educational development the thesis finally contends that education is important in the personal delivery of agency over structure, and that curricula of any structurally legitimate form make a significant contribution to allowing persons to both flourish and confront a range of ‘other’ life circumstances and dilemmas.

Thesis (M.I.T.)--The Evergreen State College, 2007. / Title from title screen viewed (4/10/2008). Includes bibliographical references (leaves 139-147).

Mainstream education was declared by the government of Botswana as a priority for educating learners with special educational needs especially those with Learning Difficulties - LD since 1984. The Revised National Policy on Education (1994) articulates governments‟ commitment to the education of all children, advocating for an inclusive education as much as is feasible. This study is an exploration of what teachers do in their schools and/or classrooms to implement inclusive education particularly looking at how they understand curriculum, curriculum adaptations and what they do to differentiate for learners who have LD through their teaching. Six primary schools in urban, semi-urban and rural areas were purposively selected and data were collected through classroom observations, interviews and document analysis. Seventeen participants participated in the study. The findings reveal that teachers‟ conceptualization and understanding of inclusive education seemed not to fit within the national requirements of using learner-centred approaches. The findings also reveal that the teachers‟ conceptualisation and understanding of inclusive education seem embedded within the cultural concept of „botho‟ (respect for humanity), a discourse which takes into account accepting all individuals. Although participants embrace the concept of inclusive education, this seems to be on a theoretical basis since in practice it seems that learners who have LD were not given learning opportunities which allow them to participate in the teaching and learning process. Finally, participants identify some barriers such as an examination oriented curriculum, class sizes and lack of teachers‟ skills and knowledge as areas which hinder the implementation of inclusive education. The study challenges the traditional use of authoritarian approaches of teaching as one way of perpetuating exclusionary circumstances within Botswana schools as it leaves learners who have LD with little chance of accessing the curriculum. A dynamic constructive relationship between curriculum, teachers and learners is suggested, moving from „teaching the curriculum‟ to „understanding and developing inclusive curricula‟ within a social constructivist discourse.

Made available in DSpace on 2016-08-17T13:54:04Z (GMT). No. of bitstreams: 1 Silvana machado.pdf: 776529 bytes, checksum: 4b86d18c6b42d41dfa66bda5b19d07a1 (MD5) Previous issue date: 2006-03-08 / The present research analyzes the evaluation of the learning for beyond a study of practice, searching clarifying elements in the scientific study of the knowledge. Investigation action has the purpose to unveil what it is underlying to the testing practices that contribute for the failure pertaining to school and social exclusion of the fellows. At the same time, it searches to raise proposals and theoretician-methodologies orientations, in a dialectic and hysterical-critic and boarding, pointing out the evaluation in favor of the learning s. / A presente pesquisa analisa a avaliação da aprendizagem para além de uma praxiologia, buscando elementos explicativos nas epistemologias. A ação investigativa objetiva desvelar o que está subjacente às práticas avaliativas que contribuem para o fracasso escolar e exclusão social dos sujeitos. Ao mesmo tempo, busca levantar proposições e orientações teórico-metodológicas, numa abordagem dialética e histórico-crítica, situando a avaliação a favor das aprendizagens.

The foci of this qualitative study were twofold. First, the researcher wanted to know what instruments and methods of data collection are being used to assess core general education intended student-learning outcomes at 62 urban and metropolitan universities (members of the Coalition of Urban and Metropolitan Universities). Second, the researcher was interested in knowing the extent to which these approaches to measurement are producing data that can be used for improvement purposes. A review of the literature revealed that only 15% of institutions that indicated in a previous study that they were initiating change in the curriculum of general education programs were assessing student outcomes. Essentially, these institutions were depriving themselves of valuable data and information that might have made their organizational changes more meaningful. The present qualitative study, using a researcher-developed instrument, surveyed 62 universities as how they were assessing their general education programs. The grounded theory model of Strauss and Corbin was used to analyze the data. The study indicated that 23 of the 27 institutions that responded to the survey were conducting assessment of the core curriculum. They were using direct and indirect approaches to measurement of knowledge, skills, behaviors, and beliefs and values. The 27 institutions fell within five stages of assessment. Sixteen of the 19 institutions that were conducting assessment reported that they were having some success in identifying weaknesses in the pedagogy, the curriculum, and the assessment process. They reported changes such as adopting new pedagogical strategies, revising and adding courses, opening a new writing and mathematical center, having an increased awareness regarding the value of assessment, and generating heightened involvement among faculty members in the assessment process. Sixteen institutions reported that assessment methods such as standardized tests, essays, portfolios, and the senior assignment made it possible to identify weaknesses and make changes in their core curricula. Eleven institutions reported that they did not have any changes to report as a result of conducting assessment. Four of the eleven were in the early stages of assessment, three were in the planning stages, and one had not begun a formal assessment process. The grounded theory analysis led to this conclusion: If the leadership of institutions of higher learning realize the stage of assessment that they are in, they will be better positioned to respond to assessment training needs, assessment resource needs, stakeholders' expectations, and accrediting bodies' mandates.

This thesis uses complexity theory to explore education in the context of a changing curriculum called ‘Opening Minds’. This new curriculum was introduced in the case study school in response to a wider curriculum change which emphasised ‘learning to learn’ and the development of ‘skills for the 21st Century’. In this study, a ‘complexity thinking’ theoretical framework was adopted, drawing especially on the work of Osberg and Biesta (Osberg et al., 2008, Osberg and Biesta, 2007, Biesta and Osberg, 2007) and Davis and Sumara (2006; 2007), paying particular attention to concepts of emergence and complexity reduction. Complexity theory, through the ‘logic of emergence’ offers a challenge to mechanistic approaches to understanding the world which, despite the work of postmodern and poststructural scholars in education, remains dominant in educational practice. The Opening Minds curriculum that is the focus of this case study demonstrated the potential to challenge this mechanistic approach, as the teachers expressed a desire to work in different, flexible and creative ways: this thesis therefore explores complexity theory’s challenge to a mechanistic approach in this particular case. It also addresses the relationship between Opening Minds and science education using complexity thinking. To facilitate exploration and analysis of the case, concepts of temporal and relational emergence and complexity reduction to develop a ‘complexity thinking’ understanding of concepts of agency/structure, power, identity and reflexivity. This entailed reconceptualisation of these ideas in a temporal-relational sense that explicitly incorporates a sensitivity to emergence. Specifically, an additional dimension to Emirbayer and Mische’s (1998) construction of multidimensional agency was added: that of creative agency. The research was conducted as a case study in which a ‘bricolage’ approach to data collection and analysis was used as part of an explicitly ‘complex’ methodology, addressing questions of the challenge of complexity reduction and ethics in research drawing on complexity theory. The findings indicated a challenge for teachers in negotiating tensions as they attempted to adopt approaches that could be considered ‘emergent’ alongside other ‘mechanistic’ practices. These tensions were explored in detail in relation to the concept of ‘reflection’, and in the interaction between science and Opening Minds. Bringing together the empirical and theoretical work in this study, it is suggested that mechanistic and emergent aspects may helpfully be viewed as a ‘vital simultaneity’ within the educational relationship (Davis, 2008) with the interaction between them facilitated by creative agency within a ‘pedagogy of interruption’ (Biesta, 2006). It was further argued that reflection could be used in responsive and flexible ways to support both learning and assessment as a crucial aspect of a pedagogy of interruption. Such a ‘contingently responsive and creative pedagogy’ may support the interaction between science and Opening Minds productively. It is suggested that complex approach to a pedagogy of interruption could support teachers in engaging with the creative and diverse elements of science or learning to learn curricula whilst maintaining the mechanistic aspects of teaching that support students in learning key concepts and skills.

No description available.

Curriculum development involves considerations about curriculum relevance. Thus it is necessary that the curriculum should identify with the needs of the graduate and with professional practice. This requirement shoNAt-hsa t curriculum relevance is not fixed, a view that is consistent with a dynamic, situational approach to curriculum development. The basic categories which define librarianship curriculum development are library activities, theory, innovation, teaching and learning, employers, students. lecturers. These are influential factors in curriculum relevance. Variables in curriculum content such as theory and practice affect curriculum relevance. Librarianship curriculum development should aim at relevance by integrating academic study and practice. Hence, the goal of study towards librarianship education must be focused on the activities performed in library and information services. The need for innovation in library and information services means that novel viewpoints and solutions must be practical. For example, this requirement indicates that curriculum development must take into consideration leamt attributes which are aerieral and transferable in a changing world. This is in view of the employers' requirement that graduates should have critical intellectual ability and the capability to learn rather than their just immediate attributes, skills and knowledge. With teaching and leaming there is abundant rationale for the development of more effective delivery systems than traditional lecturing. If outcome-based learning is valued, individualised, self-directed learning is a prerequisite. The practices of the task-based curriculum, with its focus on student learning and on the development of transferable skills more closely approximate the ideal approaches to librarianship education. The teaching of transferable skills is more likely to define the conditions under which critical reasoning can develop. It has an advantage over the students' abilities to learn to function in the profession outside the university and for continuous development. In this respect task-based education has much wider implications than that of simply providing students with skills. Professional practice does not always fit with the curriculum that is developed by the experts. The expert-developed curriculum also poses a problem for those who interpret it, learn it and receive the products. Thus, a strong joint partnership in which the library and the library school are both recognised in curriculum development is essential if the profession is to fulfil effectively its unique role in society.

<p>Рад је настао као резултат теоријског и ем-<br />пиријског истраживања ефекта похађања<br />предшколског програма у Републици Срп-<br />ској на учење и развој дјеце предшколског<br />узраста.<br />У теоријском дијелу разматрају се питања о<br />предшколском програму као основи инсти-<br />туционалног предшколског васпитања и об-<br />разовања, о појмовном разграничењу појмо-<br />ва програм и курикулум, (о одређењу) тради-<br />ционалног наспрам савременог предшкол-<br />ског програма/курикулума, систему пред-<br />школског васпитања и образовања у Репу-<br />блици Српској, као и о односу програма и<br />васпитне праксе. Такође, посматрана су и<br />питања која се односе на рано учење, почев<br />од тога шта је рано учење и како га дефини-<br />сати, преко схватања о раном учењу кроз<br />историју, карактеристика раног учења, одно-<br />са раног учења и васпитања, те друштвене<br />парадигме раног васпитања, као и питања<br />која се односе на везу дјечје активности,<br />игре и раног учења, па све до значаја и кори-<br />сти од раног учења за појединца и друштво.<br />У дијелу рада који се односи на емпиријски<br />приступ проблему истраживања приказани<br />су резултати истраживања и налази добијени<br />испитивањем међузависности похађања про-<br />грама предшколског васпитања и образова-<br />ња и развоја предшколске дјеце посматраног<br />кроз физички, социо-емоционални, интелек-<br />туални развој и развој говора, комуникације<br />и стваралаштва.<br />Истраживање се темељи на хипотези да из-<br />међу похађања предшколског програма и ра-<br />ног учења постоји значајна и изражена међу-<br />зависност. Другим ријечима, истраживањем<br />смо хтјели утврдити да ли похађање пред-<br />школског програма детерминише рано уче-<br />ње код дјеце. Постављени циљеви и задаци истраживања</p><p>реализовани су, како смо већ рекли, кроз те-<br />оријско истраживање, али и кроз емпиријско<br />неекспериментално истраживање, примје-<br />ном инструмената који су конструисани за<br />потребе овог рада. Први инструмент односи<br />се на утврђивање испољености развојних<br />аспеката дјеце, док се други инструмент од-<br />носи на прикупљање података о односу по-<br />родичних прилика и развојних аспеката дје-<br />це. Први инструмент био је намијењен учи-<br />тељима, а други родитељима.<br />Узорак је обухватио 1.439 дјеце која су кре-<br />нула у први разред (шест година), и то: дјецу<br />која су похађала неку предшколску установу<br />и дјецу која нису похађала предшколску<br />установу нити су била укључена у неки об-<br />лик предшколског васпитања и образовања.<br />Исто тако, у истраживању су учествовали и<br />родитељи испитиване дјеце, од којих смо до-<br />били податке о социјалном статусу породице<br />дјетета и њиховој посвећености родитељ-<br />ству.<br />Резултати које смо добили дијелом су потвр-<br />дили хипотезе које смо поставили, а тиме<br />нас и усмјерили на додатна размишљања о<br />ефектима похађања предшколског програма<br />на све аспекте развоја, понајвише на социо-<br />емоционални развој, јер је овај аспект разво-<br />ја високо развијен код обје групе дјеце: која<br />су похађала предшколски програм и која га<br />нису похађала.</p> / <p>Rad je nastao kao rezultat teorijskog i em-<br />pirijskog istraživanja efekta pohađanja<br />predškolskog programa u Republici Srp-<br />skoj na učenje i razvoj djece predškolskog<br />uzrasta.<br />U teorijskom dijelu razmatraju se pitanja o<br />predškolskom programu kao osnovi insti-<br />tucionalnog predškolskog vaspitanja i ob-<br />razovanja, o pojmovnom razgraničenju pojmo-<br />va program i kurikulum, (o određenju) tradi-<br />cionalnog naspram savremenog predškol-<br />skog programa/kurikuluma, sistemu pred-<br />školskog vaspitanja i obrazovanja u Repu-<br />blici Srpskoj, kao i o odnosu programa i<br />vaspitne prakse. Takođe, posmatrana su i<br />pitanja koja se odnose na rano učenje, počev<br />od toga šta je rano učenje i kako ga defini-<br />sati, preko shvatanja o ranom učenju kroz<br />istoriju, karakteristika ranog učenja, odno-<br />sa ranog učenja i vaspitanja, te društvene<br />paradigme ranog vaspitanja, kao i pitanja<br />koja se odnose na vezu dječje aktivnosti,<br />igre i ranog učenja, pa sve do značaja i kori-<br />sti od ranog učenja za pojedinca i društvo.<br />U dijelu rada koji se odnosi na empirijski<br />pristup problemu istraživanja prikazani<br />su rezultati istraživanja i nalazi dobijeni<br />ispitivanjem međuzavisnosti pohađanja pro-<br />grama predškolskog vaspitanja i obrazova-<br />nja i razvoja predškolske djece posmatranog<br />kroz fizički, socio-emocionalni, intelek-<br />tualni razvoj i razvoj govora, komunikacije<br />i stvaralaštva.<br />Istraživanje se temelji na hipotezi da iz-<br />među pohađanja predškolskog programa i ra-<br />nog učenja postoji značajna i izražena među-<br />zavisnost. Drugim riječima, istraživanjem<br />smo htjeli utvrditi da li pohađanje pred-<br />školskog programa determiniše rano uče-<br />nje kod djece. Postavljeni ciljevi i zadaci istraživanja</p><p>realizovani su, kako smo već rekli, kroz te-<br />orijsko istraživanje, ali i kroz empirijsko<br />neeksperimentalno istraživanje, primje-<br />nom instrumenata koji su konstruisani za<br />potrebe ovog rada. Prvi instrument odnosi<br />se na utvrđivanje ispoljenosti razvojnih<br />aspekata djece, dok se drugi instrument od-<br />nosi na prikupljanje podataka o odnosu po-<br />rodičnih prilika i razvojnih aspekata dje-<br />ce. Prvi instrument bio je namijenjen uči-<br />teljima, a drugi roditeljima.<br />Uzorak je obuhvatio 1.439 djece koja su kre-<br />nula u prvi razred (šest godina), i to: djecu<br />koja su pohađala neku predškolsku ustanovu<br />i djecu koja nisu pohađala predškolsku<br />ustanovu niti su bila uključena u neki ob-<br />lik predškolskog vaspitanja i obrazovanja.<br />Isto tako, u istraživanju su učestvovali i<br />roditelji ispitivane djece, od kojih smo do-<br />bili podatke o socijalnom statusu porodice<br />djeteta i njihovoj posvećenosti roditelj-<br />stvu.<br />Rezultati koje smo dobili dijelom su potvr-<br />dili hipoteze koje smo postavili, a time<br />nas i usmjerili na dodatna razmišljanja o<br />efektima pohađanja predškolskog programa<br />na sve aspekte razvoja, ponajviše na socio-<br />emocionalni razvoj, jer je ovaj aspekt razvo-<br />ja visoko razvijen kod obje grupe djece: koja<br />su pohađala predškolski program i koja ga<br />nisu pohađala.</p> / <p>In search of the new answers to already known<br />questions concerned with discovering the causes<br />of different development of certain abilities in<br />children, this study ideas are focused on the interdependence<br />of stimulating learning environment<br />and early learning for children. This study<br />is a result of theoretical and empirical research<br />of the effect of attending preschool programme<br />in Republic of Srpska on learning and development<br />of children of preschool age.<br />The theoretical part investigates questions on<br />preschool programme as the foundation of institutional<br />preschool education, concept delimitation<br />of programme and curriculum, (definition<br />of) traditional versus contemporary preschool<br />programme/curriculum, system of preschool<br />education in Republic of Srpska, as well as questions<br />about relationship between children&rsquo;s activities,<br />play and early learning. Furthermore,<br />this paper investigates questions related to early<br />learning, starting from the notion of early learning<br />and how to define it, the understanding of<br />early learning throughout history, early learning<br />characteristics, the relationship of early learning<br />and education as well as social paradigm of<br />early education, questions related to the relationship<br />between children&rsquo;s activities, play and<br />early learning, to the importance and benefits of<br />early learning for an individual and a society.<br />A part of the study related to the empirical approach<br />to the research topic presents the research<br />results and findings obtained by examination<br />of the interdependence of attending the<br />preschool education and development of<br />preschool children, observed through physical<br />and socio-emotional development and development<br />of speech, communication and creativity.<br />This study is based on the hypothesis that there<br />is a significant and profound interdependence<br />between attending a preschool programme and<br />13<br />early learning. In other words, our intention was<br />to establish whether attending a preschool programme<br />determines early learning for children.<br />As mentioned before, the established research<br />goals and objectives have been accomplished<br />through theoretical research but also through<br />non-experimental empirical research, using instruments<br />constructed for this study. First instrument<br />refers to the expression of developmental<br />aspects of children while the second instrument<br />refers to data collection on relationship<br />between family context and developmental<br />aspects of children. First instrument was intended<br />for teachers and second one for parents.<br />The sample included 1 439 children who started<br />first grade (6 years) as follows: children who attended<br />a preschool institution and children who<br />did not attend preschool institutions nor were<br />involved in any form of preschool education.<br />Furthermore, the research included children&rsquo;s<br />parents who provided the information on child&rsquo;s<br />family social status and their own devotion to<br />parenthood.<br />The results obtained have partly confirmed the<br />hypothesis set and therefore directed us to further<br />reflection on the effects of attending a preschool<br />program on all aspects of development,<br />especially socio-emotional development since<br />this aspect is highly developed with both groups<br />of children: those who attended a preschoolprogramme and those who did not.</p>